Planning, Implementation and Results – A Tri-State Systematic Process “The Tri-State model is based on systems thinking and the concept of a learning organization devoted to continuous improvement. Like the Baldridge model of organizational evaluation[1] on which it is based, the Tri-State approach looks at three aspects of a district’s work with respect to each of the eight indicators.
The first aspect is approach, by which is meant the district or school plan for organizing and guiding the work with respect to a particular indicator. The approach is based on an analysis of student performance data and is revisited and refined over time based on the analysis of new student performance data. The approach is evaluated on the basis of its soundness and comprehensiveness and the degree to which it is periodically revisited and refined.
The second aspect is implementation, which refers to the work that teachers and administrators carry on in pursuit of the district or school plan. Implementation is evaluated on the basis of the number of relevant educators in the district engaged in putting the plan into practice.
The third and most important aspect of each indicator is student performance results. The model insists that every aspect of the work of the district be evaluated on the basis of the difference it has made in student performance, evaluated not only in terms of test results, but, more importantly, against all of the measures of student learning that the district has put in place. Student performance results are evaluated on the basis of whether they are measurable, significant, and sustained over time.
To show how these aspects work in practice, let us take as an example their operation with respect to professional development. An analysis of student performance data has suggested to the district that teachers need additional training in differentiating instruction. A plan or approach for delivering that training is developed by the district or school. Teachers then implement that plan by engaging in the training provided them and implementing the new strategies in their classrooms. Results, in the form of student performance data, are once again analyzed to determine whether the implementation of the professional development plan has made a positive difference in student learning.”
“The Tri-State model is based on systems thinking and the concept of a learning organization devoted to continuous improvement. Like the Baldridge model of organizational evaluation[1] on which it is based, the Tri-State approach looks at three aspects of a district’s work with respect to each of the eight indicators.
The first aspect is approach, by which is meant the district or school plan for organizing and guiding the work with respect to a particular indicator. The approach is based on an analysis of student performance data and is revisited and refined over time based on the analysis of new student performance data. The approach is evaluated on the basis of its soundness and comprehensiveness and the degree to which it is periodically revisited and refined.
The second aspect is implementation, which refers to the work that teachers and administrators carry on in pursuit of the district or school plan. Implementation is evaluated on the basis of the number of relevant educators in the district engaged in putting the plan into practice.
The third and most important aspect of each indicator is student performance results. The model insists that every aspect of the work of the district be evaluated on the basis of the difference it has made in student performance, evaluated not only in terms of test results, but, more importantly, against all of the measures of student learning that the district has put in place. Student performance results are evaluated on the basis of whether they are measurable, significant, and sustained over time.
To show how these aspects work in practice, let us take as an example their operation with respect to professional development. An analysis of student performance data has suggested to the district that teachers need additional training in differentiating instruction. A plan or approach for delivering that training is developed by the district or school. Teachers then implement that plan by engaging in the training provided them and implementing the new strategies in their classrooms. Results, in the form of student performance data, are once again analyzed to determine whether the implementation of the professional development plan has made a positive difference in student learning.”